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Watching a clip and retelling it

Today, in the English class with the C1 group, we used a short clip that was shared with us via the Innovative Teachers of English group in Facebook.

This was the video:

If you want to know how we exploited it, please follow reading…

The video gave us the idea of working the topic of the future. We started the session by showing the students how 25 years ago they predicted the future (and got some of them right). We did that through a video that analyzed some of the “Future Inventions” that appeared in Back to the Future II (that was set on the future, paradoxically, in the year 2015!).

After that, we showed them a presentation that included images of inventions that could change the word forever (inspired by the CNBC) and they had to predict what those inventions were.

Then, we used the video we mentioned at the beginning, but in a special way. We divided the 5 students into 2 groups (a group of three and a group of  two—obviously). We asked the group of 3 to leave the classroom and the group of 2 to stay in the class watching the video. The group of two had to take detailed notes of what appeared in the video so they could transmit it to the rest of the class.

Now is when the fun starts! After the couple had negotiated the explanation they would do, we asked them to sit facing the whiteboard. Then, we asked one of the other group to enter the classroom and sit behind the couple. The instructions were that she could not ask any question or make any sound that would allow the couple to know if the message was arriving properly or not. She could take notes, though, because later she would have to sit at the front and another person would enter the classroom and we would repeat the process. Here you can see an image of this stage:

The couple that watched the video are doing the first explanation to one of the students. They don't see each other and, in this activity, they cannot negotiate the meaning.

The couple that watched the video are doing the first explanation to one of the students. They don’t see each other and, in this activity, they cannot negotiate the meaning.

Then, the couple sat at the end of the classroom and a new student entered to listen to the explanation given by his classmate. We followed the same process, but this time with the explanation done by a student that hadn’t actually seen the video.

After that, the last person that was outside of the room entered and heard the description, this time from the last student that had received the explanation. Again, they could not communicate, even non-verbally.

The second student (that had heard the explanation from a person that hadn't actually seen the video) is explaining it to the third student (who had been outside of the classroom)

The second student (that had heard the explanation from a person that hadn’t actually seen the video) is explaining it to the third student (who had been outside of the classroom)

Then, the last person that heard the description of the video, drew her mental image of what happened in it while the others observed it:

Last student, drawing

The last student, drawing what she understood from the explanation

When she finished drawing, she sat down looking at the board, with the back to the rest of the students. They had to interpret her drawing trying to guess what each “symbol” and detail meant. Then she gave her own explanation.

For finishing the activity, we all saw the video together and they all agreed that the explanations had been pretty accurate!

After that we did a writing game about inventions for the future with the Rory’s Story Cubes.

It was an amazing class!

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